Show simple item record

dc.contributor.authorMcAllister, Margaret
dc.contributor.authorMoyle, Wendy
dc.contributor.authorBillett, Stephen
dc.contributor.authorZimmer-Gembeck, Melanie
dc.contributor.editorRoger Watson
dc.date.accessioned2017-05-03T12:12:07Z
dc.date.available2017-05-03T12:12:07Z
dc.date.issued2009
dc.date.modified2010-06-23T05:23:21Z
dc.identifier.issn0962-1067
dc.identifier.doi10.1111/j.1365-2702.2008.02540.x
dc.identifier.urihttp://hdl.handle.net/10072/29405
dc.description.abstractAim and objectives. This Australian study evaluated the effectiveness of a solution-focused education intervention in extending and improving emergency nursing responses to patients who present because of self-injury. Background. Emergency nurses commonly report lack of training and feeling unskilled in managing people who present because of self-harm. Most educational interventions have provided content knowledge, yet rarely have they focused on conveying the value of health promotion strategies such as proactive skills and coping strategies. Design. A mixed method pretest-posttest group design was used. Methods. Nurses (n 젳6) were interviewed to examine differences in professional identity, awareness of self-injury and clinical reasoning. Results. The qualitative results are presented in this paper and these showed improvements in knowledge and understanding of self-harm, self-belief in nurses' capacity to positively influence clients and the value of health promotion skills. The intervention produced a positive attitudinal shift towards clients and an expressed intention to act in ways that were more person-centred and change oriented. Conclusions. The solution-focused education intervention appears to show promise as an intervention for enabling nurses to value their unique contribution to providing a health service that is more proactive and health-promoting. Relevance to clinical practice. Interactive education bringing psychosocial skills to technical nursing staff builds confidence, competence and more person-focused care.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoen_AU
dc.publisherWiley-Blackwell Publishing Ltd
dc.publisher.placeUnited Kingdom
dc.publisher.urihttp://www3.interscience.wiley.com/journal/118513605/home
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom2838
dc.relation.ispartofpageto2845
dc.relation.ispartofissue20
dc.relation.ispartofjournalJournal of Clinical Nursing
dc.relation.ispartofvolume18
dc.rights.retentionY
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchPublic Health and Health Services
dc.subject.fieldofresearchcode139999
dc.subject.fieldofresearchcode1110
dc.subject.fieldofresearchcode1701
dc.subject.fieldofresearchcode1117
dc.title‘I can actually talk to them now’: qualitative results of an educational intervention for emergency nurses caring for clients who self-injure
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2009
gro.hasfulltextNo Full Text
gro.griffith.authorBillett, Stephen R.
gro.griffith.authorMoyle, Wendy
gro.griffith.authorZimmer-Gembeck, Melanie
gro.griffith.authorMcAllister, Margaret M.


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record